Teaching Pathway
For students interested in becoming math teachers, Binghamton offers:
- BA/BS degrees in Mathematical Sciences. Either the BA (Mathematics Track) or BS (Mathematics Track) is suitable preparation for a Masters in Teaching program. See the Mathematics Track (BA/BS).
- An undergraduate minor in Education: Education Minor
- A Master of Arts in Teaching (MAT) in Mathematics Adolescent Education: Adolescence Education Degree (MAT)
- An accelerated (4+1) program in BA in Mathematical Sciences and MAT in Mathematics Adolescent Education: 4+1/Accelerated programs
The accelerated program allows well-prepared students to complete the Mathematics BA and Master of Arts in Teaching (Mathematics Adolescent Education) in 5 years. Transfer students are not eligible for the accelerated program. Students can also complete the bachelor’s and master’s program independently.
Most future math teachers choose to do the BA in mathematics.
Recommended courses for future math teachers
The mathematics major does not include a formal education track. In collaboration with the Department of Teaching, Learning, and Educational Leadership (TLEL), the Department of Mathematics & Statistics offers the following course recommendations for students interested in teaching mathematics.
The requirements for the BA in Mathematics include one course in algebra, one course in analysis, and one course in geometry, along with two additional upper-level mathematics courses beyond the core requirements (five upper-level courses total).
Students interested in teaching mathematics are encouraged to use these two additional courses to develop a broad mathematical background, including work in statistics and combinatorics. Proof-based courses emphasize clear mathematical reasoning and communication—skills that are particularly important for future teachers.
- For the two additional upper-level courses, we recommend Probability and Statistics.
- For the analysis course, we recommend choosing from Ordinary Differential Equations, Dynamical Systems, Functions of Complex Variables, Partial Differential Equations, PDE and Mathematical Analysis, and (for students interested in a rigorous examination of calculus) Real Analysis.
- For the algebra course, we recommend Intro to the Theory of Numbers. Students who want a more structural and abstract perspective may instead choose Modern Algebra I.
- For the geometry course, we recommend choosing from Topology I, Differential Geometry, and Foundations of Geometry.
- For additional breadth, we recommend taking a combinatorics course such as Combinatorics or Graph Theory.
Students are strongly advised to take the calculus sequence as early as possible, since these courses are prerequisites for many upper-level offerings, and to take Number Systems in the sophomore year, since it is a prerequisite for most proof-based courses. Beyond that, there are many good ways to fit these recommendations into four years; a sample schedule appears below.
Sample four-year mathematics schedule (illustrative)
The table below shows one possible way to distribute the recommended mathematics courses across four years. It is meant as an illustrative math-course sequence only; other degree requirements (general education, electives, and teacher-preparation requirements) are not shown.
| Year | Fall | Spring |
|---|---|---|
| 1 | Calculus I | Calculus II |
| 2 | Calculus III; Linear Algebra | Number Systems |
| 3 | Probability; Upper-level analysis course | Statistics |
| 4 | Upper-level geometry or topology course | Upper-level algebra course |
Optional (if you have room for an additional upper-level elective): consider Combinatorics or Graph Theory for extra breadth.